The shifting role of fluid reasoning in reading among children evaluated for ADHD.

IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Applied Neuropsychology: Child Pub Date : 2024-10-01 Epub Date: 2023-03-01 DOI:10.1080/21622965.2023.2178922
Sarah Droder, Quintino Mano, Julia Guerin, Stephen Becker, Jeffery Epstein, Leanne Tamm
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Abstract

Children with attentional difficulties are more likely than their peers to experience challenges in basic reading skills, including phonemic decoding and word recognition. Such challenges may require reliance on higher-order cognitive functions such as fluid reasoning (Gf) to attain reading proficiency. The present study sought to clarify the role of Gf in phonemic decoding and word recognition among children-in grades 1-7 (n = 156)-being evaluated for attention-deficit/hyperactivity disorder (ADHD). Effects of Gf were examined in relation to crystallized knowledge (Gc). Results indicated that Gf exerted a direct effect onto phonemic decoding in early grades (grades 1-2) but not in later grades (grades 3-7). Gf also exerted an indirect effect onto phonemic decoding-through Gc-in later grades (grades 3-7) but not in early grades (grades 1-2). Finally, Gf exerted an indirect effect onto word recognition through phonemic decoding in grades 1-4 but not in grades 5-7. Altogether, findings show that Gf plays a direct role in younger children's phonemic decoding and an indirect role in word recognition (through Gc) in later grades, suggesting a shift in Gf's role across grade levels. Although findings need replication in longitudinal research, current results have implications for both typical and atypical reading development.

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在接受多动症评估的儿童中,流体推理在阅读中的作用发生了变化。
与同龄人相比,注意力不集中的儿童更有可能在基本阅读技能方面遇到困难,包括音位解码和单词识别。这些挑战可能需要依赖高阶认知功能,如流体推理(Gf),才能达到阅读熟练程度。本研究旨在阐明 Gf 在一至七年级儿童(n = 156)音位解码和单词识别中的作用,这些儿童正在接受注意力缺陷/多动障碍(ADHD)评估。Gf 的效果与固化知识(Gc)的关系进行了研究。结果表明,在低年级(1-2 年级),Gf 对音位解码有直接影响,但在高年级(3-7 年级)则没有。在低年级(3-7 年级),Gf 还通过 Gc 对音位解码产生间接影响,而在高年级(1-2 年级)则不然。最后,在 1-4 年级,Gf 通过音位解码对单词识别产生间接影响,但在 5-7 年级则没有。总之,研究结果表明,Gf 对低年级儿童的音位解码起直接作用,而对高年级儿童的单词认读(通过 Gc)起间接作用,这表明 Gf 的作用在不同年级之间发生了变化。尽管研究结果还需要纵向研究的重复,但目前的结果对典型和非典型阅读发展都有影响。
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来源期刊
Applied Neuropsychology: Child
Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY
CiteScore
4.00
自引率
5.90%
发文量
47
期刊介绍: Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.
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